4. To probe for some ways of sequencing learning activities to lead to systematic address of the syllabus objectives
6.2 CONCLUSION
Based on the stated objectives, the study makes the following conclusion:
Materials and learning activities in Botswana primary schools need to be re-defined to focus on Botswana education principles of a quest to transmit cultural values to Botswana learners, at the same time empowering them to function efficiently in the corporate world.
Tswana children‟s songs are good materials to use for designing learning activities which could successfully facilitate syllabus objectives because the songs have cultural content, musical concepts and extra musical benefits which even surpass syllabus requirements.
Tswana children‟s songs have age categories which are evidenced in the type of songs and activities children engage in, making it easy to systematically correlate learning activities devised from them according to syllabus requirements for particular class levels.
The songs are not only culturally relevant but they cater for children‟s educational transition from home to school through use of children‟s musical background in the formal education set up. Consequently, learning activities are child centered both in theory and practice which is a praxial ideal, argued for by most music educationists.
All in all, using Tswana children‟s songs as learning activities strikes a balance between traditional and formal education thereby capacitating the learner to find a niche within the two, by starting to perceive formal education in the context of his/her culture.
RECOMMENDATIONS
The study makes the following recommendations:
a) Policy and Practice
That song approach should be considered as an appropriate method to bridge the gap between traditional pedagogy and the current formal education approach. The song approach can also help to bridge the gap between teachers training colleges‟ syllabus and the one for primary schools as they currently do not relate.
That the RIA needs to be considered as an appropriate model which could advance teaching of music and learning activities design in Botswana primary schools because it is an African sensitive pedagogical model.
Teachers should be given a musical foundation block on which in-service training could build upon, since they are expected to teach CAPA syllabus irrespective of their musical background.
Owing to the Revised National Policy on Education‟s need for cultural preservation and transmission through music, technological advancements such as computers, videos, could be used to transcribe songs for posterity, as this study has already set the trend.
Because Botswana is a landlocked country, singing about a sinking ship is quite an abstract idea to young learners. As such it is prudent that the schools involve the traditional/play work environment and perform relevant music to Batswana children in order to cater for their cultural, identity orientation and development.
Finally there is a general need for aligning curricula with indigenous knowledge systems, not only in music, but in other disciplines such as sociology, science, religion, linguistics, just to mention but a few.
b) Further research
There is a need for an inquiry into the possibilities of offering courses on African music to primary school teachers in Botswana, basing on culture and traditional songs including how they can effectively be used in music education.
There is an urgent need for large scale collection of Tswana traditional songs from different backgrounds and their subsequent inclusion in the curriculum since the song approach is an appropriate method as it caters for children‟s diverse backgrounds and systematically unfolds musical concepts to children in accordance with their developmental stages.
There is also a need for documenting history of Botswana music and Tswana music unsung heros/heroines and analysis of their compositions, to be used as the basis for music teaching and learning for Botswana learners.
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